AS and A2

AS = 50% of the total award A2 = 50% of the total award

Unit 1 70% of the AS mark. 35% of the total A level mark. 2h examination. Listening, reading and writing (4 topics to be studied but only 3 will appear in the written part of the examination). 110 marks

Unit 2 30% of the AS mark. 15% of the total A level mark. 35 mns speaking test (including 20 mns preparation time) Discussion based on a stimulus card (5mns) covering the 4 AS topics. Conversation covering 3 of the 4 AS topics, the first topic chosen by the candidate (10 mns). 50 marks

Topics covered at AS

Media Television - TV viewing habits. - Range of programmes, their appeal and popularity. - Range of channels including satellite and internet. - Benefits and dangers of watching TV. Advertising - Purpose of advertising. - Advertising techniques. - Curbs on advertising, eg tobacco, alcohol. - Benefits and drawbacks of advertising. Communication technology - Popularity of mobile phones, MP3 players etc. - Benefits and dangers of mobile phones, MP3 players etc. - Internet – its current and potential use. - Benefits and dangers of the internet.

Popular culture Cinema -Types of film, changing trends. - The place of cinema in popular culture. - A good film I have seen. - Cinema versus alternative ways of viewing films. Music - Types of music, changing trends. - The place of music in popular culture. - Music I like. - How music defines personal identity. Fashion / trends - How we can alter our image. - Does how we look define who we are. - Lifestyle and leisure activities. - The cult of the celebrity.

Healthy living / lifestyle Sport / exercise -Traditional sports versus “fun” sports. - Reasons for taking part in sport / physical exercise. - Factors influencing participation in sport / physical exercise. - Links between physical exercise and health. Health and well-being - Alcohol, tobacco, other drugs. - Diet including eating disorders. - The “work / life balance”. - Risks to health through accidents. Holidays - Types of holiday and holiday activities. - The impact of tourism on holiday destinations. - Purposes and benefits of holidays. - Changing attitudes to holidays.

Family / relationships Relationships within the family -Role of parents and importance of good parenting. - Attitudes of young people towards other family members. - Conflicts between young people and other family members. - Changing models of family and parenting. Friendships - Characteristics and roles of friends. - Conflicts with friends. - Importance of friends. - Friendship versus love. Marriage / partnerships - Changing attitudes towards marriage or cohabitation. - Separation and divorce. - Staying single: benefits and drawbacks. - Changing roles within the home.

Unit 3 35% of the total A level mark. 2h30 examination Listening, reading and writing. 110 marks

Unit 4 15% of the total A level mark. 35 minutes (including 20 minutes preparation time) Discussion based on a stimulus card (5 mns) on the topics of environment, the multicultural society and the contemporary issues. Conversation which will cover both cultural topics studied by the candidate. (5mns on each topic) Speaking 50 marks

Topics covered at A2 which will appear in the listening and reading part of unit 3 but also in unit 4.

Environment Pollution -Types, causes and effects of pollution. - Measures to reduce pollution. - Individual action / responsibility versus collective action / responsibility. - transport issues. Energy - Coal, oil and gas. - Nuclear. - Alternative energy sources. - Changing attitudes to energy consumption. Protecting the planet - Ways of minimising environmental damage. - The role of pressure groups. - Initiatives to improve awareness and change behaviour. - Responsibilities towards other nations, especially developing countries.

The multicultural society Immigration - Reasons for immigration. - Benefits and problems of immigration for immigrant and for countries of destination. - Migration within the enlarged EU. - Transport issues. Integration - Factors making integration difficult. - Factors facilitating integration. - To which culture should immigrants show loyalty. - Experiences of individual immigrants. Racism - Victims of racism. - Reasons for racism. - Measures to eliminate racism and their effectiveness. - Experiences of individuals, including those of 2nd and 3rd generation immigrants.

Contemporary social issues Wealth and poverty - Causes of poverty in Europe and developing countries. - Work of charitable organisations and governments. - Attitudes towards wealth and poverty. - Link between wealth and health. Law and order - Examples of crime, especially committed by or affecting young people. - Reasons for criminal and anti-social behaviour. - Measures to reduce crime and their effectiveness. - Alternatives to imprisonment, their appropriateness and effectiveness. Impact of scientific and technological progress - Technology in the home and workplace, including IT. - Space and satellite technology. - Medical research. - Ethical issues linked to scientific and technological progress.

Cultural topic This is part of the written section of the examination in unit 3 and the conversation in unit 4. Candidates should study 2 of the 5 cultural topics. Candidates will have to answer only one question. Candidates will have a choice of 2 questions per topic.

A target language-speaking region / community Its geography and how its geography has influenced/influences/will influence the region. Its history and how its history has influenced/influences/will influence the region. Its industries and how these have changed in the last 20 years. What about the future? Its population and how it has changed in the last 20 years. What about the future? Its economy and how important this is/was. A personal perspective. Would I like to live/work in this region?

A period of 20 th century history from a target language-speaking region / community Main events of the period. Causes of these events. The importance/influence/effects of these events. The ideas and influences of at least two individuals who made a significant impact during the period. Specific actions of these individuals plus an appraisal of the importance of these actions. A personal perspective. Would I have liked to live in that period?

The work of an author from a target language-speaking region / community The context of the author’s work. The themes/ideas/messages of the author. How these themes/ideas/messages are expressed. What/who influences/inspires the author? Why does he/she feel as he/she does? A detailed study of at least one novel or collection of short stories, plus personal appraisal. A personal evaluation of the author’s work: why do I enjoy reading the work of this author?

The work of a dramatist or poet from a target language-speaking region / community The context of the dramatist’s/poet’s work. The themes/ideas/messages of the dramatist/poet. How these themes/ideas/messages are expressed. What/who influences/inspires the dramatist/poet? Why does he/she feel as he/she does? A detailed study of at least one play or collection of poems, plus personal appraisal. A personal evaluation of the dramatist’s/poet’s work: why do I enjoy reading the work of this dramatist/poet?

The work of a director, architect, musician or painter from a target language-speaking region / community The context of the artist’s work. The influences on the artist – events and people. The ideas/techniques of the artist, plus personal appraisal. The importance/influences of the artist both in his/her own lifetime and later A detailed study of at least one work of the artist, plus personal appraisal. A personal evaluation: why do I find this artist so interesting?